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  • The BRIT School
    60 The Crescent
    Croydon
    Surrey
    CR0 2HN
  • Head: Mr Stuart Worden
  • T 020 8665 5242
  • F 020 8665 8676
  • E [email protected]
  • W www.brit.croydon.sch.uk/
  • A state school for boys and girls aged from 14 to 19.
  • Boarding: No
  • Local authority: Croydon
  • Pupils: 1,386 ; sixth formers: 996 (645 girls, 351 boys)
  • Religion: None
  • Open days: See website
  • Review: View The Good Schools Guide Review
  • Ofsted:
    • Latest Overall effectiveness Good 1
      • Effectiveness of leadership and management Outstanding 2
    • 1 Short inspection 24th January 2018
    • 2 Full inspection 20th March 2014

    Short inspection reports only give an overall grade; you have to read the report itself to gauge whether the detailed grading from the earlier full inspection still stands.

  • Previous Ofsted grade: Outstanding on 27th February 2008
  • Ofsted report: View the Ofsted report

What says..

Arts and extracurricular is where the school really dazzles, not so much shining a spotlight on the arts as radiating neon lights. Our tour started with a huge trio of black and white artworks displayed outside the principal’s office – the slow fading of the old man depicting the student’s grandfather’s decline due to Alzheimer’s. Powerful stuff. On our way downstairs, we spotted, out of the window, a cluster of students learning a dance routine on an outside stage – no teacher, no matter, it seemed, with 100 per cent commitment clear for all to see. Downstairs in the technical theatre, students were pre-rigging the lights ready to turn it into a live TV studio – a first for the school and pretty ambitious, by all accounts. Backstage, it was all systems go for the set design. Back up another

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Other features

Performing arts specialist school

What The Good Schools Guide says

Principal

Since 2012, Stuart Worden BA MA GTP (50s). Previously school’s director of theatre, though involvement stretches back nearly as far as its beginnings in 1991. Before that, was all over the place (literally, not metaphorically - he’s highly organised) as, like so many of school’s staff, has a CV as long as your arm combining wow-factor industry experience with education. Fire initially ignited as a tot when regular local theatre trips with his mum got him hooked. Writing/producing roles followed with everyone from the National Theatre to the Royal Exchange Manchester, Playwrights’ Co-operative and Working Title Films. Meanwhile, FE/HE roles have included teaching on the film writing MA at Sheffield University and as a drama teacher at Lansdowne College in Kensington then later at the Chichester College of Technology. Still teaches – ‘I didn’t...

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Please note: Independent schools frequently offer IGCSEs or other qualifications alongside or as an alternative to GCSE. The DfE does not record performance data for these exams so independent school GCSE data is frequently misleading; parents should check the results with the schools.

Who came from where

Who goes where

Special Education Needs

Interpreting catchment maps

The maps show in colour where the pupils at a school came from*. Red = most pupils to Blue = fewest.

Where the map is not coloured we have no record in the previous three years of any pupils being admitted from that location based on the options chosen.

For help and explanation of our catchment maps see: Catchment maps explained

Further reading

If there are more applicants to a school than it has places for, who gets in is determined by which applicants best fulfil the admissions criteria.

Admissions criteria are often complicated, and may change from year to year. The best source of information is usually the relevant local authority website, but once you have set your sights on a school it is a good idea to ask them how they see things panning out for the year that you are interested in.

Many schools admit children based on distance from the school or a fixed catchment area. For such schools, the cut-off distance will vary from year to year, especially if the school give priority to siblings, and the pattern will be of a central core with outliers (who will mostly be siblings). Schools that admit on the basis of academic or religious selection will have a much more scattered pattern.

*The coloured areas outlined in black are Census Output Areas. These are made up of a group of neighbouring postcodes, which accounts for their odd shapes. These provide an indication, but not a precise map, of the school’s catchment: always refer to local authority and school websites for precise information.

The 'hotter' the colour the more children have been admitted.

Children get into the school from here:

regularly
most years
quite often
infrequently
sometimes, but not in this year


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